我在教《论雷峰塔的倒掉》这篇课文之前,就给学生布置了反复朗读的预习内容。课上,我想检查一下预习效果,结果,通读下来,使我最不满意的朗读部分是最后一节,即“活该”二字。学生读这两个字时,摹拟了日常生活中的腔调,读得既重又急,气势汹汹。“不应该这样读”,我启发道,“应该用轻音来读、读得意境幽远,余味无穷,並且每个字 Before I taught this lesson on “Le Fengtiao’s Disposal,” I arranged for students to repeat reading aloud. In class, I would like to check on the preparatory results. As a result, I read through the text so that the most unsatisfactory part of my reading is the last one, the word “live”. When the students read these two words, they sculpted the tone of daily life, reading both heavy and urgent, and imposing. “This should not be read like this,” I enlightened. “Should be used to read and read with a light tone, and the aftertaste is endless, and each word is